| The purpose of this study was to explore the emotional intelligence of teachers and students' perceptions of their teachers' behavior in the classroom. The children of today come into the classroom with a variety of intellectual, social, and emotional needs. Many demands are placed on teachers who attempt to meet those needs. While it is important to be knowledgeable about content, strategies, and techniques associated with effective teaching, the teacher-student relationship also affects student success. Does emotional intelligence influence the teacher-student relationship? Do educators with high emotional intelligence relate better to students? What are students' perceptions of teachers' emotional intelligence in the classroom?;This study identified teachers with varying levels of emotional intelligence. Data collected through teacher interviews and student questionnaires was analyzed to determine if a relationship existed between a teacher's level of emotional intelligence and students' perceptions of teachers' behavior in the classroom. The results indicated that teachers' emotional intelligence levels did not readily align with students' perceptions of the behaviors associated with emotional intelligence in the classroom. In other words, a teacher who scored well on the emotional intelligence test was not necessarily perceived by students as one who displayed emotionally intelligent behaviors in the classroom.;In addition, teachers' perceptions of how students feel about them or the classroom environment they create are not always accurate. Also, the MSCEIT may indicate emotional intelligence knowledge but it cannot predict how individuals will be perceived by others. Another finding was those with emotional intelligence do not necessarily use it in the classroom. Lastly, teacher behavior matters to students in terms of relationships, perceptions, and the feeling that the classroom is emotionally safe. One cannot deny that an emotionally safe classroom is more conducive to learning. |
